Art Syllabus

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|Course Syllabus |
|Huston-Tillotson University |
| |
|English 1315 |
|Introduction to the Arts |
|Spring 2013 |
|Instructor: | |
|Meeting Time/Day: |MTWRF 8-9:15p J-M 104 |
|Required Textbook: |Sporre, Dennis. (2002). Perceiving the Arts. 10th edition. New Jersey: Prentice Hall. |
| |Additional readings may be distributed on e-Racer |
|Other Materials: |IMAGINATION |
| |Tickets for events and parking fees at museums & events |
| |A notebook with pockets for a performance and art review journal |
| |Flash-drive for media storage |

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|COURSE CONTENT |
|Introduction to the Arts is an interdisciplinary, multi-genre course designed to introduce students to a variety of arts, including |
|architecture; painting and sculpture; cinema and photography; dance and theater; and literature and drama. We will especially |
|consider the visual arts, performance arts, and literary arts. |
|In this course, students are required to attend professional performances and gallery presentations, participate in the creation of |
|art, and develop aesthetic ways of understanding and expression. We will also discuss functions of art in society and the politics of|
|art. |
|Students will also try their hand at several forms of art, culminating in their own individual Art Sketchbook and Project Showcase. |
|COURSE GOALS |
|The purpose of arts education is not to produce more artists, though that is a byproduct. The real purpose of arts education is to |
|create complete human beings capable of leading successful and productive lives in a free society. – Dana Gioia, past Chair, National|
|Endowment for the Arts |
|Through this course, students will |
|Gain a fundamental understanding of aesthetic ways of knowing; |
|Become familiar with the characteristics of a variety of art forms; |
|Develop awareness of art as a cultural product and producer; |
|Recognize the arts as a means of human expression and communication; |
|Experience the arts through creation and participation in artistic production; |
|Experience the arts through attendance at professional productions and gallery presentations; |
|Acquire a vocabulary that facilitates the articulation of aesthetic perceptions and understandings. |
|HT CORE COMPETENCIES |
|Effective Communication: Class discussions, presentations, and written assignments in English 1315 nurture effective communication |
|skills. We will consider the arts as media of human expression, designed to communicate, persuade, and elicit a variety of responses |
|by appealing to audiences’ senses, emotions, beliefs, and ideas. Students will practice effective communication skills as they |
|collaborate with one another in and out of class and as they compose art reviews and projects in writing and other media. |
|Analysis/ Problem Solving/Critical Thinking: English 1315 assignments require students to engage critically with interpretive problems|
|raised by art, while research assignments require students to develop effective strategies for accessing and evaluating resources for |
|the study of art. Written and verbal artistic analyses in English 1303 foster critical thinking skills. Students are asked to |
|interpret and respond critically to artworks and with cultural and social issues engaged by the arts, and to make critical connections|
|between artistic media of expression and lived experience. Student artists and artists collectives also wrestle with problem solving |
|and creative thinking in the planning, organization and marketing of their projects. |
|Ethical Reasoning and Behavior: Class discussions and assignments in English 1315 ask students to analyze cultural values presented in|
|art and to reflect on their own cultural and personal values. A component of the course will be discussions of the ethics of art, |
|such as consideration of the debates regarding art deemed socially offensive and the extent of art’s influence on social and personal |
|behaviors. |
|Understanding and Applying Science: Students in ENG 1315 will consider the role of the senses in artistic perception; beauty in the |
|natural and human world; the interplay of art and the environment and, to some extent, the science of artistic production. Our study |
|will include both photography and architecture (including landscape architecture), fields where science and art converge. |
|Efficient Use of Technology: Students will use technology to create media-assisted presentations for their group chapter, artists |
|collective presentation, and course portfolio. They will research the arts online, accessing museums, arts organizations, art history|
|and other appropriate research sites. Photography will be included in our study, and we will consider uses of media in art |
|installations, performance and online presentations. |
|Appreciation of Diversity in a Context of Global and Historical Awareness: English 1315 presents students with artworks from many |
|regions of the world in a social historical context, thus enriching historical and global awareness. This course will consider |
|cultural exchange and social forces that produce new art forms. Our study will include the art of diverse members of world societies,|
|including the art of women and non-dominant races, ethnicities, and social classes. This course focuses attention especially on the |
|contributions of African American and Chicano/a artists. We will consider folk art as well as “high” art forms. |
|Citizenship and Social Behavior: English 1315 is a student-centered learning environment. The classroom discussions require students |
|to interact with respect for different perspectives, to give audience to the thoughts of others, and to share personal ideas. The |
|study of art as media of expression and rhetorical power enhances students’ awareness of the rights and responsibilities of citizens |
|in society. |
|Aesthetics: English 1315 is a course in aesthetic appreciation and aesthetic ways of understanding. Our study will include a rich |
|array of artworks in their aesthetic contexts, and we will consider aesthetic values as culturally contingent. Our study will focus |
|on developing a vocabulary for understanding and discussing a variety of symbolic forms of human expression. |
|Wellness: An enhanced appreciation of the arts, comfort viewing and participating in arts events, and recognition of the |
|accessibility and necessity of art in human lives contribute to an overall sense of well being and help students develop strategies |
|for self-therapy and coping with stress. Our study will consider the role of the arts in emotional and physical healing. We will |
|also cover dance and acting, i.e., embodied, physical art. |
|COURSE REQUIREMENTS |
|Assignments: A detailed assignment sheet will be provided for each graded assignment. |
|Over the course of the semester, you will collect evidence of your work in this course and arts’ experiences in other aspects of your |
|life. |
|At the end of the semester, you will present a course portfolio that organizes and focuses your work for the semester. Your portfolio|
|may be material or digital. Your portfolio will include a reflective essay on your work in the course and how it demonstrates the ways|
|you obtained the course objectives and core competencies—in other words, what you have learned; |
|You will write at least three (3) three-page reviews (typed, double-spaced with 1”margins) of performance they attend or art they |
|observe this semester. The reviews will include information about the date, time, and venue of the event and will analyze the artwork|
|using terms and concepts learned from our study and the text Perceiving the Arts. One review will be on Austin visual arts (painting,|
|sculpture, architecture), one on Austin music or dance, and one on Austin theater or poetry); |
|You will keep a journal with notes on class and out-of-class activities that includes supporting documents like programs and ticket |
|stubs to provide evidence of your participation in the field trips, class projects, in-class attendance, and in at least one ENGAGE! |
|artistic activity; |
|You will participate in a individual/group presentation on a chapter from Perceiving the Arts. Your presentation should demonstrate |
|your knowledge and ability to apply key terms and concepts from the chapter, but should also include other examples of the art. |
|Presentations must occur on the date scheduled on the course calendar; |
|You will present, or perform in, your own Art Project Showcase. Throughout the class, there will be opportunities for you to create |
|your own art. |
|You will take chapter quizzes on each chapter we study in Perceiving the Arts. The quizzes will primarily cover vocabulary (especially|
|the terms you need to analyze and describe art) and may include material from class discussions or other resources, as indicated in |
|class. |
|Each student will participate in various arts activities and must participate in at least one ENGAGE! artistic activity. You will |
|document your participation in your portfolio. |
|Students requiring accommodations or special assistance with course requirements should contact the instructor as soon as possible. |
|Make-up exams and late papers: Reviews are due at the beginning of the class period of the day indicated on the course calendar. One |
|full letter grade will be deducted for each class day a review is late. Papers will not be accepted one calendar week after their due|
|dates. |
|The textbook in this class is REQUIRED. You must have your textbook by the second week of classes. You must bring your textbook to |
|class. |
|Presentations must be made on the scheduled date. Only documented excused absences will be accepted for missed presentations, and, if|
|you are absent on the date you have scheduled your presentation, you will have to change topics and do new research: no exceptions. |
|The final portfolio with reflective essay is due at the time scheduled for the final exam. Portfolios may be turned in on the last |
|class day, but they will not be accepted after the final exam date. |
|Quizzes are made up at the instructor’s discretion and only when there is documented extenuating circumstances that make your presence|
|in class on a quiz day impossible. |
|Incomplete grades: No incomplete grades will be given. You must complete the course requirements within the semester’s parameters to|
|pass the course. |
|The Learning Environment |
|We, students and instructor, share the responsibility for creating a viable learning environment. As the course instructor responsible|
|for facilitating student learning, I commit |
|to design and prepare for this course in accordance with my professional academic training, experience, knowledge, and research; |
|to communicate high expectations for student achievement; |
|to articulate clear course goals, requirements and criteria for grades; |
|to employ a variety of teaching strategies in recognition of diverse talents and ways of learning; |
|to respect students as individuals who are ultimately responsible for their college education and as adult learners who have entrusted|
|me to facilitate their development of knowledge and skills; |
|To be accessible to students through scheduled office hours, by email, and by special appointment outside of class time; |
|to hold class time as a priority, providing a valid alternative if circumstances prevent me from attending class; |
|to provide timely feedback on student work and assessments; |
|to facilitate collaborative learning and communities of learners. |
|Students share in the responsibility for creating a viable learning environment for themselves and their peers. Because adult |
|students are ultimately responsible for their learning, I expect students to commit |
|to be present and prepared for all scheduled classes; |
|to ask questions and seek understanding; |
|to have and use all textbooks and required course materials; |
|to stay informed about course policies, assignments, and due dates; |
|to participate in all on-line activities and other class assignments according to the assigned due dates; |
|to treat classmates and instructor with respect and sensitivity; |
|to be socially responsible: attending and participating in class discussions and other learning activities, engaging in collaborative |
|learning responsibly, e.g., doing an appropriate share of group work; |
|to manage study, reading and writing time wisely; |
|to uphold the ethics of academic integrity; |
|to take responsibility for personal choices that affect participation in this course. |
|Attendance is essential to your success. In this community we depend on one another to create the learning environment. Just as I |
|commit to attend class, I expect you to commit to attend class so that you can receive instruction and help one another to learn. The|
|vitality of class discussions, presentations and activities depends on your presence, preparedness and participation. Participation, |
|which includes prepared presence, figures significantly into your course grade. |
|If circumstances necessitate absence, this policy will prevail. In accordance with the HT attendance policy, after six absences, you |
|will receive a failing grade or you may choose to drop the course. After the third absence, your grade will be affected. These |
|absences include absences for any reason. If you know that you have extracurricular activities, such as sports or other university |
|activities, that will prevent you from attending class, you must count those absences among those allowed. Do not schedule |
|appointments during class. If you have extraordinary circumstances, you may have some hard decisions to make, including dropping the |
|course and taking it at another time when you can fully participate. As adult learners, you must determine your priorities and manage |
|your time. You are responsible for the decisions you make. |
|Tardiness is disruptive and discourteous. If you must enter the class late, come in silently, take a seat and explain later. You may|
|be counted tardy if you arrive after attendance has been taken or you leave the room at any time during the class period. Four times|
|counted tardy equals one absence. |
|Please attend to personal needs before you come to class. Traffic coming and going from the classroom disrupts the class environment. |
|If you urgently must leave the classroom, do so silently and return silently. |
|Cell phones are not allowed in class. If you have a cell phone on your person, turn it off or put it on silent and put it out of |
|sight. Do not text message during class. If you are concerned about an emergency situation that may necessitate receiving a call, |
|make arrangements with the instructor outside of class. Give yourself this time. |
|Learning is social. Good class discussions can be lively. You are encouraged to participate in class discussions by being prepared |
|and showing respect for perspectives that differ from your own. Likewise, you are expected to take part in group projects, to do |
|your share of the work and to encourage the best work of your classmates. It is especially important for you to be in class on days |
|your classmates are making presentations. |
|Be present, polite, prepared, and participating. |
|The Unacceptable Dress Policy prohibits the following attire: |
|Undershirts worn as outer clothing |
|Sagging pants |
|Visible undergarments |
|Revealing clothing |
|Bare midriffs |
|Too tight or too short tops and/or bottoms |
|Sleepwear |
|House shoes |
|Active wear/workout clothing in classrooms* |
|Holes, tears, cuts in clothing |
|Advertising for alcohol or tobacco |
|Clothing with offensive language, pictures, or emblems |
|Hats, caps, do-rags, or combs in buildings |
|Academic Integrity |
|Academic dishonesty is improper and is not tolerated. Academic dishonesty includes any form of cheating, plagiarism, falsification of |
|records, collusion, or giving false information to any College official. See the Honor System section of the Huston-Tillotson Bulletin|
|for complete details. |
|You must write your own papers for this class. You are encouraged, however, to seek feedback on your writing from the Writers’ Studio|
|before submitting your papers for a grade. |
|This course uses the MLA (Modern Language Association) style of documentation. If you are unfamiliar with standard documentation |
|styles (with what, whom, or how to cite) you are responsible for seeking the information from your professor or accredited sources, |
|such as a writer’s handbook or the current MLA Guide for Writers of Research Papers. |
|If you summarize or paraphrase (put information you have gained from another source into your own words), you still must document the |
|source. If you copy someone else’s words (even short phrases or single sentences), you must document your source and indicate what is|
|quoted material with quotation marks or block format (for three lines or more of quoted material.) |
|EVALUATION METHODS |
|Computation of Grades: |
|Portfolio with reflective essay..........................................................................................15% |
|Participation: journal, discussions, ENGAGE! activities, etc..………….…………...15% |
|Presentation…………………………………………………………………………….. 10% |
|Three Reviews, each 10%.…... ……….………………………………………………..30% |
|5 Quizzes……………………… ………………………………………………………...15% |
|Art Project Showcase...………………………………………………………………….15% |
|Grading Scale: |
| |A = |100-90 |
| |B = |89-80 |
| |C = |79-70 |
| |D = |69-60 |
| |F = |59 and below |

|Introduction to the Arts |
|Summer 2013 |
|Course Calendar |
|Class discussion topics are subject to change at the instructor’s discretion. Changes will be announced in class and posted on e-Racer. |
|You are required to write three review papers. There are several opportunities on the calendar to write review papers: choose three |
|different topics from the calendar (One review will be on Austin visual arts (painting, sculpture, architecture), one on Austin music or |
|dance, and one on Austin theater or poetry) for your required review papers. You may write an additional review for extra credit. |
|There are many ENGAGE! opportunities listed on the calendar. You are required to participate in at least one ENGAGE! activity (in addition |
|to the class field trips). You may participate in as many ENGAGE! activities as you like for extra credit. Document your experience in your|
|portfolio. |
|Day |Date |Topic |Assignment |
|T |6/4 |Introduction to our study of the arts; course policies and |Heads up about the required visit to the Blanton |
| | |overview |Museum of Art |
| | | |Bring your notebook and a pencil (no pens) to take |
| | | |notes. $3 per person. Parking is $3 per car. |
| | | |Note: Review Paper Due: The Visual Arts (Umlauf or |
| | | |Blanton) |
| | | |will be due Wednesday, 6/12. |
|W |6/5 |What is art? What are the arts and how do we respond to them|Read: Perceiving the Arts Chapter 1: “What are the |
| | |and evaluate them? How do the arts work in society? |arts and how do we respond to them?” |
| | |Josh Ronsen with his Mail Art. |ENGAGE! Check out the George Washington Carver |
| | | |Museum and Culture Center |
| | | |http://www.ci.austin.tx.us/carver/default.htm |
|R |6/6 |Quiz: Chapter 1 – What are the arts… |Read: First half of Perceiving the Arts Chapter 2: |
| | |Art and Race Discussion: |Drawing, Printing, Printmaking, and Photography: |
| | |Langston Hughes’s “The Negro Artist and the Racial Mountain” |Pictures (pp 19 – 30) - take notes as you read, |
| | |and Thelma Golden’s ideas on “Post-Black” art. |especially on vocabulary. |
|F |6/7 |The Visual Arts – What are they? How do we interpret them? |ENGAGE! Austin Civic Orchestra Pops Concerts |
| | |Responding to images, preview of the Blanton collection, how |Fri.-Sat., June 7-8, 8pm. [Free]. BEVERLY S. |
| | |to visit a museum |SHEFFIELD ZILKER HILLSIDE THEATER, 2206 William |
| | | |Barton Dr., 512/397-1463 www.austincivicorchestra.org|
| | | |Read: Perceiving the Arts the rest of Chapter 2: |
| | | |Drawing, Printing, Printmaking, and Photography – |
| | | |take notes on your reading, especially vocabulary |
| | | |words. |
| | | |Study for the quiz. |
|M |6/10 |Quiz: Chapter 2 – Pictures |ENGAGE! Visit MexicArte Museum, 419 Congress Avenue |
| | |Discussion on writing the Review Papers |[free]. |
| | |Art Outing – Bring paper, pencil, art supplies that you might| |
| | |like to use, camera, etc. Or, HT Art Tour. | |
|T |6/11 |Film: Radiant Child |ENGAGE! Visit Flatbed Press 2830 E MLK Blvd 78702 |
| | |Take notes in your journal for your portfolio. |Bring notes from your Blanton Visit to class |
| | | |tomorrow! |
|W |6/12 |Share notes on the Blanton |ENGAGE! Visit the Austin Museum of Art, 823 Congress |
| | |What did you discover on your survey? |at 9th St [$4 with student ID] |
| | |Film: Radiant Child cont… |ENGAGE! Discover Austin Film Society: |
| | |Take notes in your journal for your portfolio. |http://www.austinfilm.org/page.aspx?pid=183 |
|R |6/13 |Sculpture – What is it? How do we perceive it? How does it|Visit: Umlauf Sculpture Garden by June 20th. |
| | |function in society? |Students $1.00 with ID, free parking. Bring your |
| | |“How sculpture has shaped history” talk |notebook and your vocabulary to apply. |
| | | |Read: Perceiving the Arts Chapter 3, Sculpture- take|
| | | |notes as you read, especially on vocabulary |
|F |6/14 |Quiz: Chapter 3 – Sculptures |ENGAGE! Visit the Mexican American Cultural Center |
| | |Art Outing – Bring paper, pencil, art supplies that you might|http://www.ci.austin.tx.us/macc/ |
| | |like to use, camera, etc. Or, HT Art Tour. | |
|M |6/17 |Presentation: Sculpture | |
| | |Review/Check-in | |
|T |6/18 |Overview of Music |For extra credit: Read Chapter 4 Music and include in|
| | | |your portfolio an analysis of a music piece using the|
| | | |terms you learned. |
|W |6/19 |Emancipation Day: No school |WRITE YOUR REVIEW PAPER! |
| | | |Bring notes from your Umlauf Visit to class tomorrow!|
|R |6/20 |Review Paper Due: The Visual Arts (Umlauf or Blanton) |Read: Perceiving the Arts Chapter 9: Architecture- |
| | |What did you discover on your survey of Umlauf? |take notes as you read, especially on vocabulary |
| | |Architecture – What is it? How do we interpret it? How does|ENGAGE! Paramount Summer Movie Series |
| | |it function? |May 23-Aug. 29. $10 ($8, advance). |
| | | |PARAMOUNT THEATRE, 713 Congress, 512/472-5470 |
| | | |www.austintheatre.org |
|F |6/21 |Quiz Chapters 9: Architecture |Complete HT Architecture Survey |
| | |HT Architecture Survey |Assignment: Sometime over the next two days, go out |
| | | |an explore Austin (outside of the HT campus) and take|
| | | |pictures or sketch some of its beautiful |
| | | |architecture. Pieces you create should be included in|
| | | |your Art Collection, and will be shared on Tuesday, |
| | | |June 25th. |
|M |6/24 |Share HT Architecture Survey |ENGAGE! Discover Aztlan Dance –you can walk from |
| | |Presentation: Architecture |campus: it’s across the street! |
|T |6/25 |Austin Architecture Survey Due! |ENGAGE! Discover the Puerto Rican Culture Center |
| | |Cinema – What is it? How does it function in culture and |http://prfdance.org/perform.htm |
| | |society? |Read: Perceiving the Arts Chapter 6: Cinema- take |
| | |Film: Usual Suspects |notes as you read, especially on vocabulary |
| | |Take notes in your journal for your portfolio. | |
|W |6/26 |Film: Usual Suspects Cont… |Read director Steven Soderbergh‘s keynote at the 56th|
| | |Take notes in your journal for your portfolio. |San Francisco International Film Festival. Bring two |
| | | |discussion questions to the next class. |
| | | |http://www.deadline.com/2013/04/steven-soderbergh-sta|
| | | |te-of-cinema-address/ |
|R |6/27 |Quiz Chapters 6: Cinema |ENGAGE! Austin Symphony Hartman Foundation Concerts |
| | |Discuss Steven Soderbergh’s keynote speech. |in the Park |
| | | |June 2-Aug. 25, 7:30pm. [Free]. THE LONG CENTER, 701 |
| | |Tyler Perry… |W. Riverside Dr. |
| | | |www.austinsymphony.org |
|F |6/28 |Presentation: Cinema | |
|M |7/1 |Dance – What is it? How does it function in culture and |Read: Perceiving the Arts Chapter 7, Dance- take |
| | |society? |notes as you read, especially on vocabulary |
|T |7/2 | Quiz Chapter 3: Dance |Consider Art Project Showcase plans, submit |
| | |Dance Workshop/Dance Clips |ideas/plan. |
| | |How top evaluate/observe dance | |
|W |7/3 |Presentation: Dance |WRITE YOUR REVIEW PAPER! |
| | | |ENGAGE! Discover Tapestry Dance Company |
| | | |https://www.tapestry.org/index.php?pid=108 |
|R |7/4 |INDEPENDENCE DAY: NO SCHOOL |ENGAGE! BookWoman is a legendary bookstore in Austin.|
| | | |Check out their upcoming events at |
| | | |http://www.ebookwoman.com/ |
|F |7/5 |Review Paper Due: a live music or dance performance |If you haven’t already done so, start thinking about |
| | |Literature – What is it? How does it function in culture and|and working on your Art Project! |
| | |society? |READ: Perceiving the Arts Chapter 10 Literature |
| | |Free Write | |
|M |7/8 |Poetry in Performance |Read: Perceiving the Arts Chapter 5: Theater – take |
| | |Free Write |notes and pay special attention to vocabulary |
| | | |Finalize: Art Project Showcases, prepare for |
| | | |presentation |
|T |7/9 |Theater: what it is, how it functions in society & where |Prepare Art Project Showcases! |
| | |theater and poetry meet |ENGAGE! Check out the Austin Chronicle’s calendar of |
| | |Free Write |Arts events for ideas: |
| | | |http://www.austinchronicle.com/calendar/arts/ |
| | | |Study for the quiz over chap. 5 & 10! |
|W |7/10 |Quiz: Chapters 6 & 7, Literature & Theater |ENGAGE! Discover Ballet Austin |
| | |Presentation: Poetry & Theater |http://www.balletaustin.org/atb/index1112.php |
|R |7/11 |Presentations: Art Project Showcases |Read the article titled “Why Do Black Men Glamorize |
| | | |Rap Music,” published by Urban Belle |
| | | |(http://urbanbellemag.com/2010/10/why-do-black-men-gl|
| | | |amorize-rap-music.html) |
| | | |Work on Review Paper |
| | | |Work on digital portfolios and reflective essays. |
|F |7/12 |Art’s role in society discussion |Work on Review Paper |
| | |Film: 3rd Ward Houston |Work on digital portfolios and reflective essays. |
| | |Take notes in your journal for your portfolio. |ENGAGE! Little Shop of Horrors Musical in Zilker |
| | | |Park, July 12 - August 17, Thursday - Sunday evenings|
| | | |at approx. 8:30pm (free). Get more info at: |
| | | |http://www.zilker.org/ |
|M |7/15 |Review Paper Due: a live Austin poetry or theater performance|Work on digital portfolios and reflective essays. |
| | |Film: 3rd Ward Houston | |
| | |Take notes in your journal for your portfolio. | |
|T or W |7/16 or 7/17 |Final portfolio with reflective essay due |ENGAGE! Look for art all around you. |